533557459 Page 1 of 3
Created by: G. Baer, S. Sevier
Unit #1 Title: ME Revisited
Lesson Title: Goldilocks Revisited
Lesson 1 of 2
Grade Level: 2
Length of Lesson: 25-35 minutes
Missouri Comprehensive Guidance Standard:
PS.1: Understanding Self as an Individual and as a Member of Diverse Local and Global
Communities
Grade Level Expectation (GLE):
PS.1.A.02.a.i: Express a variety of feelings
PS.1.C.02.a.i: Compare and contrast character traits needed for different situations.
American School Counselor Association National Standard (ASCA):
Personal/Social Development
A: Students will acquire the knowledge, attitude and interpersonal skills to help them
understand and respect self and others.
Materials (include activity sheets and/ or supporting resources)
A copy of the story of Goldilocks and the Three Bears.
Chart Paper
Markers
Show Me Standards: Performance Goals (check one or more that apply)
Goal 1: Gather, analyze and apply information and ideas
X
Goal 2: Communicate effectively within and beyond the classroom
1. Plan and make written, oral, and visual presentations for a variety of purposes and
audiences
3. Exchange information, questions, and ideas while recognizing the perspectives of
others
Goal 3: Recognize and solve problems
X
Goal 4: Make decisions and act as responsible members of society
1. Explain reasoning and identify information used to support decisions
This lesson supports the development of skills in the following academic content areas.
Academic Content Area(s)
Specific Skill(s)
X
Communication Arts
6. Participating in formal and informal presentations
and discussions of issues and ideas
Mathematics
X
Social Studies
6. Relationships of the individual and groups to
institutions and cultural traditions
Science
Health/Physical Education
Fine Arts
Missouri Comprehensive Guidance Programs:
Linking School Success to Life Success
To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary
and Secondary Education grants permission for the use of this material for non-commercial purposes only.
533557459 Page 2 of 3
Created by: G. Baer, S. Sevier
Enduring Life Skill(s)
Perseverance
Courage
X
Respect
X
Integrity
Compassion
Goal Setting
X
Problem Solving
Tolerance
Lesson Assessment (acceptable evidence):
Each cooperative learning group will determine Goldilocks’ fate: did she consider the feelings
of others and did she demonstrate positive character traits in her decisions?
Lesson Preparation
Essential Questions:
Why do people need to know about feelings?
How do people know how to act?
Engagement (Hook):
Counselor enters the room and says: “Ladies and gentlemen of the jury, today I will present
to you the case of Goldilocks. Your charge will be to determine the feelings of Goldilocks
and her victims, the Bear Family and to decide if she demonstrated positive character traits
in the situation.”
Procedures
Instructor Procedures:
Student Involvement:
1. After the introduction, counselor reads the
story of Goldilocks or briefly summarizes
the story.
1. Students listen.
2. Students are broken into groups of four.
Counselor explains that each group will
deliberate on Goldilocks’ fate. Did she
consider the feelings of the Bear Family
and did she demonstrate positive character
traits?
2. Students move into cooperative groups.
3. Counselor explains that each group will
identify the steps that Goldilocks took and
the possible feelings that were exhibited by
both Goldilocks and the Bear Family.
3. Students listen to directions, and then work
in small groups to formulate responses.
4. Counselor now needs to review the actions
4. Students offer responses.
of Goldilocks (entering an unknown home,
helped herself to food, sat in and destroyed
furniture, slept in someone else’s bed).
Counselor asks for the traits that Goldilocks
exhibited and feelings shown. Counselor
Missouri Comprehensive Guidance Programs:
Linking School Success to Life Success
To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary
and Secondary Education grants permission for the use of this material for non-commercial purposes only.
533557459 Page 3 of 3
Created by: G. Baer, S. Sevier
records responses on the chart paper (titled
“Goldilocks”) in a compare/contrast
manner.
5. Counselor asks the students to look back at
the situations. Identify the actions of the
Bear and ask what feelings and character
traits the Bear Family exhibited because of
Goldilocks actions. Counselor records on
chart paper titled “Bear Family”.
5. Students offer responses.
6. The counselor asks for suggestions of better 6. Students listen to directions, and then work
decisions she could have made. If
in small groups to formulate responses.
Goldilocks decisions had been different,
how would the characters’ feelings be
different?
7. In summation, the counselor explains that
7. Students deliberate and report their
every individual has a variety of feelings
decisions.
and that every individual will use different
character traits in different situations. What
is most important is that each person
chooses wisely and positively, keeping in
mind the impact that personal choices have
on those around us. Counselor then
reviews that charge of the “jury” and has
students deliberate. Did she consider the
feelings of the Bear Family and did she
demonstrate positive character traits?
Teacher Follow-Up Activities
If there is an issue that the classroom is dealing with, teacher could follow the same format as
described above using “the jury of peers” to resolve the issue. During the process, teacher will
emphasize the character traits and feelings of the parties involved.
Counselor reflection notes (completed after the lesson)
Missouri Comprehensive Guidance Programs:
Linking School Success to Life Success
To ensure that the work of educators participating in this project will be available for the use of schools, the Department of Elementary
and Secondary Education grants permission for the use of this material for non-commercial purposes only.